- Burov, O. Yu. (orcid.org/0000-0003-0733-1120) (2018) Profile mathematical training: particular qualities of intellect structure of high school students Physical and mathematical education, 1 (15). pp. 108-112. ISSN 2413-158X
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Abstract
The article discusses development of the intellect’s structural components in high school students of mathematical profile schools/classes in comparison with high school students generally (without accounting their profile orientation). The experiments included psychological tests performance by subjects at the computer, namely: modified R. Amthauer test of intellect structure, color-associated Lusher test (paired choice), Myers-Briggs Type Indicator. There were observed about 3800 schoolchildren of 7…11 academic years. The research results have confirmed the data on the steady growth of the level of intellect development with the predominant dominance of the verbal component in senior adolescence. At the same time, the differential analysis of individual components of intellect indicated the heterochronity of this process, with various accelerations in grades 10-11. It was revealed that such intellect components as search for common features, for similarity and analogy, mathematical calculation as well as revealing of regularities could be explained by the influence of specialized mathematical training. It was confirmed by the comparison analysis with averaged general schools data, where significant variation was revealed in all components of the intellect, as well as their lower level of development. Dynamic changes of the same students’ group “intellect profile” over grades 9, 10 and 11 in all intellect components increased in the last year of schooling. It is proposed the index "development acceleration index" (DAI) to analyze and to compare such changes. The DAI analysis allowed that increase of the intellect components in grades 10 and 11 of the lyceum of math profile was not revealed, in contrast with general school tendency that was found in previous research. It can be assumed that selection of children with high math abilities and appropriate training in 8-th class ensured not only good math skills, but development of higher intelligence. In general, the results of research have clearly demonstrated that intellect of high school students had dynamic nature in micro-age intervals. Differences in its measurement (in this age) was not a result of insufficient retest validity, but a result of the intellect intensive development, and this should be taken into account in assessing the abilities of students and in their choice of future profession.
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